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Numbers- Introduction to Multiplication and Division

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  • Numbers- Introduction to Multiplication and Division

Numbers- Introduction to Multiplication and Division

  • Date October 27, 2021
Grade 3 Math Skills Numbers- Introduction to Multiplication and Division
Topic: Multiplication and Division



What is multiplication?



Multiplication is taking one number and then adding  it together a specified number of times.

Lets look at a example: 3 multiplied by 5 = 3+3+3+3+3 or

5 multiplied by 4 = 5 + 5 + 5 + 5 = 20

We took the number 3 and added it together 5 times. This is why multiplication is sometimes called "times". For example we sometimes says "times table" instead of  "Multiplication table".

Multiplication is usually represented by the symbol  "x" but can also be represented by the symbol  "*"
Here are examples below on how to use the symbols
  • 5 x 4
  • 5 * 4
  • 5 times 4
Important terms to be aware of when using multiplication



Factors and Products


Factors are the numbers that you are multiplying together while  Products are the answers.

(factor) x (factor) = product Example: 2(factor) × 5 (factor)= 10(product)

There are special rules to remember when multiplying using zeros (0) and ones (1).


When multiplying by 0, the answer is always 0.

Examples:
  • 12 x 0 = 0
  • 7676 x 0 = 0
  • 15 × 0 = 0
When multiplying by 1, the answer is always the same as the number multiplied by 1.

Examples:
  • 1 x 60 = 60
  • 1 x 1 = 1
  • 1 x 0 = 0
  • 12 × 1 = 12 

An important rule to remember with multiplication is that the order you multiply numbers is not important. The order in which you multiply them does not matter the answer will be the same.

Examples:
1. 3 x 2 = 2 + 2 + 2 = 6

2. 2 x 3 = 3 + 3 = 6





1. 6 x 1 =  1 + 1 + 1 + 1 + 1 + 1 = 6

2. 1 x 6 = 6  = 6






What is division?


Division is breaking a number up into an equal number of parts.

Example:

20 divided by 4 = ?

If you take 20 things and put them into four equal sized groups, there will be 5 things in each group. The answer is 5.



20 divided by 4 = 5.

The mainly used  division symbol is "÷" but other another commonly used symbol is the backslash "/".  It can also be written in fraction form with one number above the other.

Example signs for "a divided by b":

a ÷ b
a/b
a b

When dividing some important words to be aware of are dividend, the divisor and  quotient. 1. Dividend - The dividend is the number you are dividing up 2. Divisor - The divisor is the number you are dividing by 3. Quotient - The quotient is the answer Dividend ÷ Divisor = Quotient Example:

In the problem 10 ÷ 2 = 5

Dividend = 10
Divisor = 2
Quotient = 5
Important Notes to remember


1. Dividing by 1 When dividing something by 1, the answer is the original number. In other words, if the divisor is 1 then the quotient equals the dividend.

Examples:

8 ÷ 1 = 8
78.2 ÷ 1 = 78.2

2. Dividing by 0 You cannot divide a number by 0. The answer to this question is undefined. If you should try to divide using zero (0) on a calculator an error message would pop up.

3) Dividend equals Divisor If the dividend and the divisor are the same number (and not 0), then the answer is always 1.

Examples:

16 ÷ 16 = 1
20.5 ÷ 20.5 = 1

When the answer to a division problem is not a whole number, the "leftovers" are called the remainder.

For example, if you were to try and divide 20 by 3 you would discover that 3 does not divide evenly into 20. The closest numbers to 20 that 3 can divide into are 18 and 21. You pick the closest number that 3 divides into that is smaller than 20. That is 18.

18 divided by 3 = 6, but there are still some leftovers. 20 -18 = 2. There are 2 remaining.

We write the remainder after an "r" in the answer.

20 ÷ 3 = 6 r 2



It must be quite clear  by now that division is the opposite of multiplication.
Another way to think of division is as the opposite of multiplication. Let's look at the following example

20 ÷ 4 = 5

You can do the reverse, replacing the = with a x sign and the ÷ with an equal sign:

5 x 4 = 20

For a quick recap watch the video below
http://localhost/dca/wp-content/uploads/2020/11/Multiplication-and-Division-Relationships-Fun-Math-Videos-for-Kids-3rd-Grade.mp4
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TERM 1 The Standards for Mathematics are statements about what students should know and be able to do in order to meet the requirements of The National Standards Curriculum. These standards are structured according to the content and process strands identified in the Curriculum. For each content and process strand, a standard has been developed which is aligned with the Curriculum Attainment Targets. The Curriculum has outlined the expectations for progress through each grade level. It, therefore, serves as a guide for monitoring the progress of each student based on the standards for each grade as students will be performing at varying levels throughout the year, and will be working at a different pace. In light of this, these Standards therefore, provide support for the development of assessment programmes to assess students’ achievement in relation to the targets set by the Curriculum. Each content strand (number, measurement, algebra, geometry, statistics and probability) has a related standard outlining what students should know and be able to do in order to meet the requirements of the Curriculum. Aligned to each standard is the Curriculum Attainment Targets which specifically breaks down the content strand to several measurable goals aimed at achieving the standard.
Number – Representing and Comparing four digit numbers
Number – Sequencing and Ordering four digit numbers
Number- Ordinal numbers (Up to the thirtieth)
Number- Addition and Subtraction of four (4) digit numbers
Number- Rounding numbers ( 2, 3 and 4 digit numbers)
Number- Using rounding numbers to find the sum and differences of numbers
Number- Using inverse operations to check answers
Number- What are factors and products?
Number- Numerators and Denominators
Number- Identifying Fractions(Proper, Improper, Mixed Fractions)
Number- Improper and Mixed Fractions
Number- Equivalent fractions
Number- Ordering Fractions
Measurement- Centimetres, Metres and Kilometres
Measurement- Days, Months, Years
Measurement- Perimetre
Geometry- Shapes
Geometry- Right Angles
Algebra- Addition and Subtraction
Practice Quiz 7
Measurement Topic Quizzes
Measurement Topic Quizzes
Fractions Topic Quizzes
TERM 2 The Standards for Mathematics are statements about what students should know and be able to do in order to meet the requirements of The National Standards Curriculum. These standards are structured according to the content and process strands identified in the Curriculum. For each content and process strand, a standard has been developed which is aligned with the Curriculum Attainment Targets. The Curriculum has outlined the expectations for progress through each grade level. It, therefore, serves as a guide for monitoring the progress of each student based on the standards for each grade as students will be performing at varying levels throughout the year, and will be working at a different pace. In light of this, these Standards therefore, provide support for the development of assessment programmes to assess students’ achievement in relation to the targets set by the Curriculum. Each content strand (number, measurement, algebra, geometry, statistics and probability) has a related standard outlining what students should know and be able to do in order to meet the requirements of the Curriculum. Aligned to each standard is the Curriculum Attainment Targets which specifically breaks down the content strand to several measurable goals aimed at achieving the standard.
Numbers- Introduction to Multiplication and Division
Numbers- Multiplication of two(2) and three(3) digit numbers
Numbers- Division of multiple numbers
Measurement- Grams and Kilograms
Measurement- Area
Measurement- Polygons
Algebra- Number patterns
TERM 3 The Standards for Mathematics are statements about what students should know and be able to do in order to meet the requirements of The National Standards Curriculum. These standards are structured according to the content and process strands identified in the Curriculum. For each content and process strand, a standard has been developed which is aligned with the Curriculum Attainment Targets. The Curriculum has outlined the expectations for progress through each grade level. It, therefore, serves as a guide for monitoring the progress of each student based on the standards for each grade as students will be performing at varying levels throughout the year, and will be working at a different pace. In light of this, these Standards therefore, provide support for the development of assessment programmes to assess students’ achievement in relation to the targets set by the Curriculum. Each content strand (number, measurement, algebra, geometry, statistics and probability) has a related standard outlining what students should know and be able to do in order to meet the requirements of the Curriculum. Aligned to each standard is the Curriculum Attainment Targets which specifically breaks down the content strand to several measurable goals aimed at achieving the standard.
Number- Jamaican Currency
Number- Addition and Subtraction of fractions with the same denominator
Number- Multiplication and Division
Number- Arrays (Multiplication, Division and Factors)
Number- Number Patterns
Number- Story Problems
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